Abstract:

Background:
The trend towards globalization and internationalization in higher education is evident in the continuous increase of international students studying in U.S. institutions of higher education. International students play a vital role in enhancing campus diversity, internationalization, and the U.S. economy. However, the presence of international students alone is not sufficient to promote their success, retention, and graduation. The provision of programs and services that encourage their engagement in educationally purposeful activities is critical. Student engagement in effective educational practices is associated with high levels of learning and personal development. While this has been extensively studied for U.S. students, it is not the case for international students in the U.S.

Objective:
To help remedy this situation, this study aimed to explore the relationship between student background, technological proficiency, and class engagement, and their impact on the academic achievement of international and domestic students enrolled in a two-year Health Informatics and Bioinformatics graduate program. The study seeks to compare these factors before, during, and after the COVID-19 pandemic.

Methods:
In this cross-sectional study, data was collected from both domestic and international graduate students enrolled in an introductory course (online and in-person) and an advanced course (hybrid) at Grand Valley State University. The primary measures used were the students' grade-Based Assessment (GBA), which evaluates their performance based on their grades; the Quality Matters Rubric, which assesses the online course's quality; and the students' engagement, which measures participation rates, contribution quality, and peer-to-peer interaction in both online and in-person sections. The study comprised three groups: a pre-COVID group with 321 students enrolled between 2014 and fall 2019; a COVID-19 pandemic group with 85 students enrolled in both introductory and advanced courses between 2020 and 2021; and a post-COVID-19 group consisting of students enrolled in the introductory course during fall 2022 and winter 2023. Throughout the study, ethical considerations were considered, and all data collected was kept confidential and anonymous.

Result:
The findings revealed significant differences in the grades of domestic and international students, which are partially based on participation and learner engagement. But this did not explain the differences alone. Differences were also observed between international students based on their educational background and preparation, particularly among those coming from countries with a predominant collectivistic culture. Online education amplified the challenge of enhancing student engagement and class participation.

Impact:
This study sheds light on how international students participate in educational activities and interact with peers and faculty. It helps faculty to adjust their teaching practice to better serve international students. It also helps institutions allocate funds towards effective educational practices, assists administrators and staff in understanding the needs of international students, provides opportunities for professional development, and offers effective educational practices for international students and their parents.

Keywords:

COVID-19, Distance Learning in Times of Crisis, Keeping Students Engaged, Barriers to Learning.